The comic strip Peanuts first ran on October 2, 1950. So, this week it is all about Charlie Brown and his friends! The sensory groups explored boxes related to some of the different characters in the comic strip. The fine motor groups made some colorful art projects and the language group made a Peanuts inspired treat.
SENSORY GROUP
We used plastic pine needles, a nod to the Charlie Brown Christmas special, as the base of this box. Then we added some of the cartoon characters, a small Linus blanket, a laminated comic strip, a Great Pumpkin, and a voice output device with the theme song recorded on it!
Identify characters in a story is a language access point.
The Joe Cool sunglasses were a hit……
our students always rock a pair of sunglasses 🙂
This box contained chenille stems in the colors of Charlie Brown’s shirt. The students could bend them like the zig zags in his shirt.
Recognize a change in an object is a science access point.
In Snoopy’s box we put in some white Floam that the students could shape into clouds for a little laminated Red Baron to fly around in!
Recognize that the appearance of an object is a science access point that can be addressed here.
Linus’ blanket is SOFT and Schroeder’s piano is HARD. There were a variety of hard and soft items to compare and contrast in this box.
Match objects with similar observable properties, such as size, shape, color, or texture, is a science access point.
This box was dedicated to PigPen. We usually use coffee ground for anything that calls for dirt or soil but we had a little money to spend and bought this awesome clean play dirt from Beyond Play. This stuff is really cool and a lot like kinetic sand—-so you know we love it! We added some fun digging tools and a letter P cookie cutter. There was also a picture of the Peanuts characters to find at the bottom of the box.
Recognize that pushing and pulling an object makes it move is a science access point.
Everyone loves Charlie Brown’s Great Pumpkin tv special so we chose pumpkin puree for our messy play this week. YES, we have done this before and it is truly messy but definitely a different texture for the students to explore. Some of the students loved it—–others not so much 🙂 There was also a laminated pumpkin to decorate with the orange goo.
Apply a push to move an object is a science access point.
There were different sized letter P’s to scoop up in our water play this week. For scooping we included a measuring cup and sieve shovel.
Recognize differences is sizes of containers that hold liquids is a math access point.
Peppermint swirl from Bath and BodyWorks was the perfect scent for our lotion and water play. This was a really strong scent that really permeated the whole room! We definitely think Peppermint Patty would approve.
Recognize one or more external body parts.
FINE MOTOR GROUP
On Tuesday we borrowed an idea from http://whereimaginationgrows.com, it even came with the free printable silhouette we used—–how cool is that!
First we used communication symbols to identify the color of our paint this week.
Identify objects by one observable property, such as color, is a science access point.
We watered down the paint a little bit to make it easier to spread and then the students started painting their sunsets.
Recognize that pushing and pulling an object makes it move is a science access point.
After they had finished painting, we helped the students glue down their silhouettes since copier paper was a little flimsy.
Recognize a change in a object is a science access point.
TA DA!
Charlie Brown and Snoopy—–best friends forever!
On Wednesday we were inspired by the Great Pumpkin and made our own pumpkin Patch!
First identified the color of our pumpkins using communication symbols.
Identify objects by one observable property, such as color, is a science access point.
Then the students used a switch operated LadyBug marker to make leaves and vines on the background. It was a true group effort and the students had a blast!!!!
Share objects with a partner is a science access point.
We put the poster up on the table and gave the students regular green markers to finish make even more vines.
Recognize a change in an object is a science access point.
Each student then planted a big craft foam pumpkin on to the poster by gluing it DOWN.
Recognize a movement that reflects a spatial relationship, such as up and down, is a math access point.
TA DA!
We are ready for the Great Pumpkin!
LANGUAGE GROUP
This week we made a yummy treat that we think the crew of Peanuts would enjoy. Here is the recipe we used: Let_s Make The Great Pumpkin Mousse!
We started by putting the vanilla pudding mix and some cinnamon into a bowl. We smelled the cinnamon and talked about how it smelled sweet.
Recognize and respond to different types of stimuli is a science access point.
Next, we put a can of evaporated milk into the bowl. Our students had to request if they wanted to help turn on the mixer. We talked about if we were DONE mixing or if we needed to mix it MORE.
Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more, is a math access point.
After it was all mixed up, we put the pumpkin puree in. We observed how the color changed from yellow to orange.
Recognize a change in an object is a science access point.
Then we added some whipped cream next and stirred it all up.
Recognize that pushing and pulling an object makes it move, is a science access point.
We counted out the number of students and divvied up the pumpkin mousse. We topped it with some more whipped cream and a bit of cinnamon and got down to the fun part—–TASTING!
After the students ate their pudding, they used communication symbols to tell us if they liked it or not. The verdict was YUM!!!!
Thanks for joining us and come back again for more fun and learning——Group by Group!